Class 4 - Writing I
Activity Description
Each group will be assigned a grade level, outcome and an approach to writing instruction (the process approach, genre approach, or 6 + 1 trait approach).
You will a plan a strategy/lesson/mini-unit to support the students’ writing development.
Sketch out a process that you think would work based on the approach you have been assigned. How would you start? What’s next? What is your end goal? If you have time after, add in some details.
Each group should assign a facilitator, a notetaker and a presenter (the notetaker and presenter can be the same person).
Submit in a google doc to Stacey via email at end of class.
Stage 1: Identify Desired Results
Outcome 5.1:
Compose and create a range of visual, multimedia, oral, and written texts that explore
identity (e.g., What Should I Do)
community (e.g., This is Our Planet)
social responsibility (e.g. Teamwork) and express personal thoughts shaped through inquiry.
Indicator(s):Create spoken, written, and other representations that include:
a clear and specific message
a logical and coherent organization of ideas
a competent use of language and conventions
Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral, and written format using inquiry.
Students will develop writing skills using various methods of communication in support of their cause.
They will write communication tools such as letters, posters, advertising, and persuasive essays.
They will learn what style of writing should be used depending on the communication method.
Essential Questions:
How can we as a class make a difference in the improvement of climate change?
What could we improve upon, and communicate to people how we are helping, and what they can do to help?
What methods of communication should we use to create interest in our cause?
The outcomes of grade 4 and build on those outcomes. They know social responsibility as it pertains to them; now they will learn how they can influence change.
Students will be able to:
Demonstrate their writing skills using various methods to positively influence change in their school and potentially, the community.
Stage 2: Assessment Evidence
6+1 Traits Assessment
Ideas: The meaning and development of the message.
Organization: The internal structure of the piece.
Voice: The way the writer brings the topic to life.
Word Choice: The specific vocabulary the writer uses to convey meaning.
Sentence Fluency: The way the words and phrases flow throughout the text.
Conventions: The mechanical correctness of the piece.
Presentation: The overall appearance of the work
Set: Have a conversation about social responsibility. What can we do to help? How can our class make a difference in the world? Where should we focus our efforts?
We will create various forms of communication to generate interest in the school and the community. What could we create? We will split into groups to develop the forms of communication.
Time: 1 Class, 50 mins to have the conversation
Decide the cause that we will support.
Identify methods of communication.
Create groups and start the writing process.
Development: Work on their products. Pause for discussion. Is this achieving the aim? How can we refine our message?
In the second class, a discussion to determine who we could send our writing to, or where we should put it. Also, rotate groups to see what others are working on, and generate ideas for improvement. Time: 2 Classes, 50 minutes each.
Closure: Discussion about what we learned, both as social responsibility, and our writing. Discuss the methods of writing we used depending on the product. The teacher can share knowledge of writing tools that were observed and strategies to build on the communication practices. Students get to put up the posters, send the letters, and place their products around the school or community to generate interest. Time: 1 Class, 50 minutes
Materials/Resources:
Poster Boards
Lamination products if available
Computers for writing
Markers
Writing tools
Adaptations/Differentiation:
We could learn about climate change concerns that are concerning another culture or location and create products that would draw interest.
Instead of climate change, we could draw interest in another social responsibility we have and consider ways to promote inclusion and diversity.
Source: https://www.scholastic.com/teachers/articles/teaching-content/61-traits-writing/
Supported from my group when brainstorming options for the class during the Writing I class.